This KnowledgeBase archive includes content and external links that were accurate and relevant as of September 30, 2019.
The Response to Intervention KnowledgeBase is an online resource supporting educators in understanding and implementing the response to intervention (RTI) model. The National Implementation Research Network (NIRN) has identified four stages in the implementation of evidence-based strategies such as RTI. The first stage is Exploration, and it involves consideration of the essential components of RTI models and the district or school's readiness to implement an RTI model with fidelity. During the second stage, Installation, a district or school selects an RTI model and works actively to put in place all of the supports necessary for implementing the essential components. These supports can include staff member training, policies, implementation guides, forms, assessments, instructional programs, and software. The third stage is Initial Implementation, and it involves implementing the essential components. Initial Implementation can involve just a few components or teachers, and then implementation expands over time. When the majority of teachers are implementing all components of RTI with fidelity, the district or school is in the fourth stage, called Full Implementation. This KnowledgeBase is geared primarily toward those in the Exploration and Installation stages, with some resources for those in the Initial Implementation stage.
Task 1: Define and Communicate the Vision for RTI
Guideline: Wiktionary defines vision as an "an ideal or a goal toward which one aspires." As a district or school launches response to intervention (RTI), its vision delineates the roadmap for moving forward. How well the vision is communicated may determine how strongly it is embraced by others. Communicating the vision involves identifying the target audience, matching the message content to each group, determining the communication modes, and executing the strategy. When implementing RTI, district and school leaders need to be cognizant of how the message fits within the instructional vision.